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KTIP Source of Evidence: Lesson Plan
KTIP Source of Evidence: Lesson Plan
Name: Sarah King Date of Lesson: October 1st, 2018 School: Madison Central High School
Grade / Age: 10th grade, 15-16 years old Subject & Topic: English 10, Reading Literature
_x_teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __
Team
1. Context: Describe the Students for which this Lesson is Designed (1B)a;
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
Use student initials for specific information about students in terms of learning strategies, behavior strategies.
Give examples of what you know about students’ interests, outside activities, etc., which could be
incorporated into lesson plan. Also, be specific about student skills and knowledge. Describe racial,
socioeconomic diversity in class.
The students in this class are from an urban, lower-socioeconomic area. Due to a school program, all students
qualify for free lunch but there are a few without the means for technology. When technology is required for
an assignment, class is held either in the computer lab or chromebooks are made accessible for the whole
classroom. While there are no students with special needs accommodations, each student is leveled as low-
performing. Out of 21 sophomores, 11 girls and 10 boys, every student is at around a eighth or ninth grade
reading level. To accommodate this, students are arranged by achievement level in groups of 3 and work
frequently with those in their group. Other accommodations are extended time to work, all instructions are
written and said allowed, and visual aids.
Students will:
Identify and define the three types of irony (situational, verbal, and dramatic)
Understand an author’s use of irony by citing evidence and examples of each type
4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
Projector for showing the videos.
Computer for controlling the videos.
Videos:
o Situational irony: https://youtu.be/tqg6RO8c_W0
o Verbal irony: https://youtu.be/IiR-bnCHIYo
o Dramatic irony: https://youtu.be/RZFYuX84n1U
“What is Irony?” organizer
Index cards (for students)
Irony Index cards
Link for “What is Irony” organizer:
https://docs.google.com/document/d/1349QmTd3rq0EAokgBc4BHe1Ibkck7Y8C_voyCMQG3nc/edit?usp=sharing
Lesson ideas come from: http://www.readwritethink.org/classroom-resources/lesson-plans/understanding-irony-
31142.html?tab=1#tabs
5. Lesson Procedures (1E)
Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
Within this sequence be sure to:
Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
identify the questions you will use to promote higher order thinking and understanding and encourage
discussion
6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.
Did the students seem engaged in the lesson? (asking questions, making connections, focused on task and not
distracted)
How were my classroom management skills? (aware of classroom and student behavior, using redirection and
proximity to discourage misbehavior)